O trabalho docente e a lógica de gestão privada na rede estadual de educação do Espírito Santo (2015-2022)

• Ano de defesa: 2024
• Autor(a) principal: Freitas, Leon Alves de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós-Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Privatização da educação; Neoliberalismo na educação; Trabalho docente; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/18333

This research, developed in the line of Teaching Research and Management of Educational Processes of the Professional Postgraduate Program in Education (PPGPE) at the Federal University of Espírito Santo, deals with the intensification of private management logics in the State Department of Education (SEDU) and its consequent implications for the work of teachers in the state network. The proposed time frame (2015-2022) covers the mandates of governors Paulo Hartung and Renato Casagrande at the head of the State Executive, indicating the continuity of neoliberal measures, even in different political scenarios. The methodology adopted to develop the work is bibliographic and documentary analysis, as pointed out by Gil (2019). Bibliographical analysis of validated authors in the field of Social Sciences, History and Education, of studies that seek to understand the effects of neoliberalism at the federal and state levels and its implications for teaching work. In addition, a documentary analysis was carried out of Laws, Ordinances, Decrees and Shorthand Minutes of the Education and Science and Technology Committees of the Assembly, from the year 2015. All these materials made it possible to identify the effects of neoliberalism within the proposed historical context and outline. The research comes to the understanding that there has been a resurgence of neoliberal management in education, mainly since the implementation of the “Escola Viva Program” in 2015, during the mandate of governor Paulo Hartung, which leads us to a temporal gap with which this study aims contribute to the analysis of the proposed question.